In all my previous articles in the Automotive Refinisher magazine I emphasised the role that Human Capital Development plays in a successful business.
I am of the opinion that the Mibco Collective Main Agreement’s Grading System, and the job-descriptions for each grade of worker in the body shop, should be the starting-point of all Skills Development being undertaken in the Automotive Body Repair Industry.
From the office of the Minister of Higher Education and Training the purpose of the National Skills Development Plan 2030 clearly states that “training options are needed for employed workers to improve the career progress of participants.”
The question may now be asked: “How is my body shop going to create training options for my employees?”
In the Automotive Body Repair Industry there are currently just 1444 qualified panelbeaters and 863 qualified spray painters employed (Micro Statistics 21 May 2019). “Improving training options” by means of Occupationally-based Skills Training in the ABR Industry, present the possibility to increase the number of qualified Artisans.
From the Mibco Statistics the 2014 Body Shop Assistants (already performing tasks of either panelbeating or spray painting), may after completing an Occupationally based Skills Training Programme, apply for the Artisans Recognition of Prior Learning (ARPL) at a Trade Test Centre.
Then 151 B/A Journeyman are also employed in the ABR Industry. They perform the tasks of a Journeyman with the approval of Mibco. They should be encouraged by their employers to apply for the ARPL-Process to get qualified. I am of the opinion “it would be a walk in the park for these candidates when they are assessed at a Trade Test Centre.” Imagine yourself with only 50% success rate/pass rate between Body Shop Assistants and B/A Journeyman another 1 082 Qualified Journeyman will be accommodated in the ABR Industry.
Skills Development undertaken by the body shop, that will be recognised and is measurable against the B-BBEE Learning Programme Matrix, may then be planned in a Skills Training Programme as:
Work Integrated Learning Cat: E
Informal Training (Occupationally directed) Cat: F
Informal Training (Work based) Cat: G
An example for Skills Development Planning in the Body shop:
Each job-description of the General Worker Grade 2, Body Shop Assistant Grade 5 and B/A Journeyman Grade 7, forms the basis for the planned Skills Training Programme as “Work Integrated Learning.”
While working as a Body Shop Assistant or B/A Journeyman, the employee performs the tasks recognised by the Automotive Body Repair Industry. These tasks per job-category, prepares the employee for the ARPL-process and after successful completion of the assessment at an accredited Trade Test Centre, gets access to the Trade Test.
Artisan Recognition of Prior Learning as the end-product of the Skills Programme becomes the process through which prior knowledge and skills that a person gained “in the world of work,” are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification or further learning and development.
In my previous articles I have mentioned that the Section 26 assessment has been replaced by the ARPL-process as from 1 September 2019 (see the Automotive Refinisher of October-November 2019 edition). Please feel free to contact me if you want to know more with regards to the ARPL-process.
If you have any specific questions about Skills Development (B-BBEE Training Matrix), please drop me an e-mail: firstname.lastname@example.org, invite me to visit your company or call us on +27 (0)12 379 8684 or +27 (0)82 414 5557.
Groetnis, Oom Frik.